M - Pronunciation Teaching

Question 1

types of errors

Answer 1

phonemic, realizational, prosodic

Question 2

error gravity depends on…?

Answer 2

error gravity depends on functional load

• frequency of occurrence of a phenomenon
• number of minimal pairs
• frequency of the words in the minimal pair
• whether or not the words in the pair belong to the same lexical class

Question 3

pronunciation training includes what fields, aspects?

Answer 3

explain differences from German
- where unawareness of process affects target pronunciation e.g. final devoicing; w-v

use minimal pairs to teach contrasts

• recognition e.g. bingo where teacher reads out
• partner dictation or bingo where learners read

some challenges require articulatory practice
- e.g. dental fricatives, voiced sibilants (snake versus bee)

use of phonetic transcription

orthographic challenges
- jigsaw, ludo, maze

Question 4

factors affecting attitude measures towards accents

Answer 4

• type of elicitation (direct versus indirect)
• semantic dimension of attitude (solidarity versus status)
• stereotypes against speaker group
• degree of non-standardness
• quality of guise in verbal guise experiments (speed, intonation, liveliness of voice)

Question 5

overall aims of pronunciation instruction

Answer 5

! intelligibility, understandability, fluency, (non-accentedness) !

phonemic system level

realizational level

prosody

• stress
• intonation

processes
- consonantal linking, linking glides, linking and intrusive r

Question 6

perception vs. production training

Answer 6

production training improves perception

perception training improves production

recommendation: train both partly depending on sounds
- e.g. dental fricatives difficult motor control (production) or final devoicing contrasts (both)